The article examines the methodology of teaching “Fractions” in primary school. It highlights the importance of this topic in developing students’ understanding of parts of a whole, logical thinking, and cognitive activity. The authors analyze the stages of studying fractions, the role of visual aids and hands-on learning, and share reflections based on teaching practice. The paper emphasizes the need for gradual and meaningful learning of numerators and denominators through practical exploration and guided discovery.

fractions, primary school, teaching methodology, visualization, practical activity, mathematical thinking, education, numerator, denominator, number line

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